17:00-18:00 | Falls Church Foyer Friday Poster Session

Inclusive Pedagogy

69931 | Evidence from Consequential Research on the Impact of Family-Community-School Partnerships on Student Achievement

Suzan Yesil, Texas Tech University, United States

This article provides a review of the most recent theoretical and empirical literature on family and community involvement in schools with the goal of fostering a greater understanding of the most important practices in this area. The article discusses a variety of ways that families and communities get involved in their schools. In addition to this, it discusses the major categories of school-community partnerships, as well as the factors that influence how they are implemented and the outcomes they produce. Based on the findings, the author outlines the significance of the study as a way to strengthen the capacity of community involvement in schools to increase the likelihood of beneficial impacts for students, education professionals, families, and communities.

Purpose and Objectives: A partnership between the family, the school, and the community allows educational institutions and community agencies to involve families in meaningful and culturally relevant activities and help their children acquire new information and talents (Holme et al., 2022). Through collaborations, schools can meaningfully connect with families. Schools and community organizations support parents by listening to their concerns and providing materials. Participation in children's education is encouraged (Malone, 2020). This report reviews data on parental and community participation on academic success, noting that families affect children's academic performance. This review examines familycommunity-school partnerships.

International Education

69398

| The Male Islamic Studies Teachers’ Perceptions of the Extent of Including National Values in High School Courses

Mesfer Alwadai,

King Khalid University, Saudi Arabia

The current research paper aims at exploring the male Islamic studies teacher's perceptions of the extent of including national values in high school courses. The researchers used the non-experimental research method to collect the study data. The results are based on a questionnaire conducted with 192 male Islamic studies teachers working in Saudi high schools. The study came out with important results among them are: there are valuable national values were included in Saudi high school courses and textbooks. The results also indicated that some of these national values were repeated in the content of these courses several times. In the light of those findings, the researchers recommend attention should be paid to adding more national values to the content reaping great benefits from the national values included and suggested in this study, and carrying out further research papers on the topic for other stages of courses at elementary schools, colleges and the like.

Workplace Learning

67568 | High School Teachers and Cross-Disciplinary Collaboration: A Multiple Case Study

Jessica Winter, St. John's University, United States

This pilot study employs multiple case study methodology to explore how teachers from the science and English departments in one public high school engage in cross-disciplinary collaboration, informally, in the workplace under the backdrop of new education standards that promote student learning across disciplines. A limited body of research addresses cross-disciplinary collaboration between teachers at the high school level. Such collaboration is often modeled within the formal context of professional development, identifying a need to explore if and how this process occurs informally in the workplace. Data collection methods include observation, researcher reflective memos, semi-structured interviews, as well as focus group interviews. Following the procedure for grounded theory, these data are first subjected to thematic analysis to develop a theory and generate categories that then inform within- and cross-case analysis for each department. The implications of this study offer possible changes in school culture by incorporating cross-disciplinary collaboration to satisfy the objectives of new educational standards.